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This article aims to introduce the numerous library web sites devoted to the issue of plagiarism.

Surveys several web sites devoted to the issue of plagiarism and compares them against each other. The author notes the intended audience and approach in each site.

Many web sites examining the issue of plagiarism have been developed and are maintained by libraries. The topic of plagiarism has clearly entered the purview of librarians.

Even though all web sites examined were created by libraries, not all sites are equal. Some clearly state what plagiarism is, while others provide tutorials as the method of instruction. As such, this survey provides many options from which to choose so that one can determine which approach is appropriate for their own institution to use.

This paper seeks to contribute to entrepreneurship education research by exploring entrepreneurship students' views of plagiarism, and their ability to recognise and avoid plagiarism.

The study is based on a questionnaire administered to 205 undergraduate university entrepreneurship students, combining self‐reported data with behavioural measures.

The results illustrate that, although entrepreneurship students have a clear conceptual understanding of plagiarism and how to avoid it, and they demonstrate an ability to accurately recognise material which needs to be referenced, they do not see use of non‐referenced material as being in breach of academic guidelines. The students also perceive lecturers to be more concerned with plagiarism than the students themselves or the university.

The research identifies a clear divergence between students' claims about their ethical stance regarding plagiarism and their ability to recognise it as a breach of academic guidelines.

The practical implications for entrepreneurship education are: first, the university needs to emphasise to entrepreneurship students that plagiarism is a breach of academic guidelines which will be treated as a serious offence. Second, the university, in partnership with lecturers, must adopt experiential learning approaches to improve plagiarism avoidance skills.

The study supports previous research which identified that students held strong ethical views regarding plagiarism and claimed not to engage in it. However, this paper highlights the divergence between these claims and the students' ability to recognise plagiarism as a breach of academic guidelines – thereby highlighting the need to enhance academic guidelines on plagiarism.

This paper seeks to explore the relationship between entrepreneurship students' ethical views on plagiarism, their self reported engagement in plagiarism and their participation in an online plagiarism prevention tutorial.

The study is based on a questionnaire administered to 434 undergraduate university entrepreneurship students, combining self‐reported data with behavioural measures.

The results illustrate that more than one online plagiarism prevention tutorial is required to change self‐reported views relating to engagement in plagiarism, perception of peer participation in plagiarism and students' ethical views. However, it should be noted that even such a small intervention demonstrates an observable difference in students' capacity to recognise a case of verbatim plagiarism as an academic breach in practice.

The research demonstrates that educators should focus on good educational design, educating students regarding plagiarism prevention while making use of technology enhanced learning, instead of considering e‐learning choices as a quick solution to plagiarism.

The paper focuses on an emerging aspect of plagiarism education, that is, the use of technology enhanced learning. While acknowledging the potential of technology enhanced learning in plagiarism prevention the paper notes that plagiarism prevention should be embedded in the curriculum rather than addressed in an ad‐hoc manner.

The role of academic libraries in dissemination of information and facilitating research of academic community is well-established world over. However, a significant role of libraries in ensuring fair use of information to promote an ethical research culture at the higher education institutes is also flourishing. This study aims to explore the perceived causes of unethical use of literature by university scholars and deterrents to plagiarism in universities of Pakistan.

The design of the study was qualitative, and interviews were conducted on nine university library heads in Pakistan who were officially administrating anti-plagiarism (Turnitin) software service at their universities and were providing “similarity index certification” of PhD and MPhil research work through the software. They were purposively selected for the interviews because of their direct interaction with the researchers and faculty on matters of information searching as well as its ethical use. The study is based on PhD thesis work of the first author.

The findings of the study depicted that conceptual unawareness of plagiarism, lack of information skills, socio-cultural factors and weak policies were the prime reasons for unethical research practices among graduate scholars. Participants were positive that a role of university library in combating plagiarism through provision of anti-plagiarism software and guidance could prove more beneficial for both the researchers and libraries.

Multiple studies have been conducted, in and out of south Asian region, to gather the views of the students and faculty on the matters of academic misconduct. However, no study was found presenting the views of the other stakeholders in promotion of academic integrity. To the best of the authors’ knowledge, this study is first of its kind in South Asian context and provided observation-based views of a group of university library heads who are also administrating anti-plagiarism service in their universities on the causes and deterrents to plagiarism.

Plagiarism has been on the rise, mainly because of increased access to the internet and digital sources. To combat the threat of plagiarism, various universities have implemented countermeasures such as capacity building, anti-plagiarism policies and the purchase of anti-plagiarism software. In Kenya, there appears to be a lack of cohesion among universities in combating plagiarism, a situation that threatens teaching, learning and research if not addressed adequately. This paper aims to review and identify anti-plagiarism practices in Kenyan universities; it further proposed various best practices and policy actions that ought to be adopted to win the fight and the misperception of plagiarism.

This study adopted a mixed-method approach by surveying the librarians and interviewing the graduate school directors or deans to establish the strength and challenges in implementing plagiarism measures in the universities in Kenya. Before collecting data, the researcher checked the reliability of the tools by pretesting and readjusting the tools based on input from the participants.

This study established that most universities in Kenya appreciate the fact that plagiarism negatively affects the quality of teaching, learning and research. However, despite the fact that there is goodwill in the effort to combat plagiarism, there were no unified mechanisms, strategies and implementation policies in solving plagiarism issues among universities in Kenya. Different universities have adopted different strategies in terms of policy, software and capacity. Further, it was noted that the well-established/funded universities had clear stipulated mechanisms as opposed to the ill-funded universities with limited funding and budget.

This research provides an opportunity for universities to make an informed choice about the policies, required capacity and software to tackle plagiarism. The findings from the study will be used to improve the quality of academic writing and standardize procedures on plagiarism by proposing policy actions needed to maximize the benefits of the investments in this venture. This study recommends a collaborations approach among universities in the fight against plagiarism. Because the Kenya Library and Information Services Consortium already supports many university cooperation, they ought to take the initiative in formulating policy, choosing the appropriate software to use and developing the necessary ability in the battle against plagiarism.

To the best of the authors’ knowledge, this study is the first effort to evaluate the anti-plagiarism strategies being applied in different universities in Kenya. This study demonstrates the gaps and variations in university strategies in combating academic plagiarism. The findings can be applied to improve academic communication and indeed the quality of research output at other universities in Kenya and beyond.

The purpose of this paper is to analyze the reasons that plagiarism in online literature is so hard to control in China, and it will conclude with a clear solution for the future.

This paper begins its research with the statistics and analysis of plagiarism data and a review of expert interviews regarding online literature publishing. All of these data materials were collected from anti-plagiarism platforms, online literature websites, news report websites and judiciary office websites.

The paper provides empirical insights into why the plagiarism is so rampant in the publishing of online literature in China. It suggests that the current task of controlling network literature plagiarism is arguably created by the literary production platform, which leads to the problem of the validity of the “self-monitoring model.” In fact, controlling plagiarism must be emphasized by means of external monitoring, because strict supervision and various external punitive measurements for committing plagiarism can force literature-generating platforms to strengthen their own internal monitoring.

Online plagiarism occurs almost constantly, but it rarely results in court cases over copyright because of the lack of a robust copyright ecology in China. This paper considers large amounts of data and cases from self-publishing media platforms.

The paper includes implications for the development of plagiarism management in online literature publishing from the publishing Association, media and government.

This paper suggests to online literature users that plagiarism will be controlled when certain active measures against it are taken. The authors hope that this view will promote the development of original online literature.

This paper points out that China must strengthen supervision that comes from outside the online literature generate platforms to control the current rampant plagiarism that occurs on these platforms.

Awareness about plagiarism is essential for the evasion of intellectual mendacity, inculcation of academic integrity and assurance of quality research. Maintaining high standards regarding academic integrity is a major challenge for higher education and research organizations. In Pakistan, resident doctors are required to submit a dissertation to the College of Physicians and Surgeons. The purpose of this study is to examine this cohort’s awareness of plagiarism and to determine the effectiveness of the library literacy (IL) programme towards the prevention of plagiarism.

Using the quantitative approach, a cross-sectional survey method was used. A convenience sample of postgraduate resident doctors was randomly recruited from two hospitals in Peshawar, Pakistan. Questionnaires were used for data collection. Descriptive and inferential statistics were used for data analyses.

The findings revealed that while resident doctors were aware of the concept of plagiarism, there were variations in their definition of the term. That said, they perceived plagiarism as an unethical practice and supported the implementation of anti-plagiarism policies. However, the respondents’ knowledge was not strong regarding citation styles, specific anti-plagiarism policies and plagiarism penalties. Likewise, this cohort was unfamiliar with library IL activities and their role in the prevention of plagiarism. Finally, collaboration was absent among key stakeholders, e.g. resident doctors, research supervisors and librarians, to deter plagiarism.

This study recommends collaboration among the key stakeholders to ensure the delivery of consistent messages and to reinforce the importance of plagiarism prevention. As this study was limited to two hospitals, similar research could be undertaken using a larger sample of resident doctors. It would also be useful to survey the librarians providing support for this cohort.

This study is the first attempt to examine the effectiveness of hospital library IL programmes in the prevention of plagiarism among resident doctors in Pakistan. The findings are applicable to other health libraries worldwide that wish to address the challenge of plagiarism among health researchers in general.

This paper seeks to explore the successes and challenges associated with teaching first‐year students a session on plagiarism avoidance through the use of an audience response system.

An audience response system was used to test first‐year students' knowledge of plagiarism. Quiz questions about academic honesty and plagiarism were administered, and were answered anonymously with hand‐held remote control devices. The reporting feature of the technology was used to gather results of the answers to these questions, which will be used to improve the session in future years.

Data gathered from the sessions indicated that this session helped students retain knowledge of plagiarism rules. Comments solicited about the session indicated that the students enjoyed the lesson, that they were better able to recognize problem areas in their own writing, and that the interactivity kept them focused on the lesson.

The session will have to be repeated over a number of years to determine whether there is a link between it and the number of plagiarism incidents on campus.

This paper provides a practical and relatively inexpensive approach for teaching academic integrity to large groups of students. An undertaking of this magnitude requires dedicated involvement from an institution's administration. Any correlation between the session and the number of plagiarism cases may never be able to be proved conclusively.

Audience response technology is not yet widely used in small academic libraries. This paper offers a suggestion for implementing this technology to teach academic integrity in a consistent and effective way to large groups of first‐year undergraduate students.

The purpose of this paper is to examine and reflect on the mobility of ideas between multinational corporation (MNC) headquarters and subsidiaries. Does it always represent (positively perceived) knowledge transfer or can it sometimes constitute (negatively perceived) intra-corporate plagiarism? What are antecedents and consequences of negatively perceived mobility of ideas?

The authors conceptualise inter-unit knowledge transfer in MNCs without recognition of originators as an act of intra-corporate plagiarism. The conceptualisation is informed by theoretical perspectives in the literature and indicative data emerging unexpectedly from a study designed to examine knowledge transfer in MNCs. These illustrate the concept, point to factors affecting the propensity to plagiarise, and provide preliminary insight on both negative and positive consequences. Aiming to build theory, the authors offer propositions for further research.

The conceptualisation suggests that adopting units lose access to the original sources of ideas as plagiarism victims may establish defensive strategies. Originators of ideas may experience loss of trust, be unsupportive of implementation and erect barriers to future mobility. There is risk of reputation loss and rejection of ideas and practices from other units. However, the conceptualisation also suggests that, ironically and counterintuitively, plagiarism may increase the mobility of ideas within MNCs.

The authors do not test hypotheses and make no claims from the data about statistical validity or prevalence of the phenomenon. As the emergent data are not longitudinal, and specific to human resource management practices, the authors cannot empirically establish all antecedents and consequences of intra-corporate plagiarism. Hence, the theorisations primarily rely on perspectives in the literature. The study merely offers the theoretical conceptualisation of the phenomenon and propositions for future research.

Drawing on theoretical perspectives in the literature at the country level (ethnocentrism, dominance effects, legitimacy, capability) and organisation level (not-invented-here syndrome, micro-politics), the study indicates consequences that MNCs may wish to consider in their knowledge management.

The first contribution is the conceptualisation of inter-unit knowledge transfer in MNCs without recognition of originators as an act of intra-corporate plagiarism. Second, the authors point out that knowledge transfer directionality reported in other research may be based on intentional or unintentional misrepresentation. Third, the authors theorise intra-corporate plagiarism as potentially useful in mitigating ethnocentrism, country-of-origin dominance effects and perceptions about legitimacy and capability.